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Author : Robert T. Becker
Publisher :
ISBN 13 :
Total Pages : 252 pages
Book Rating : 4.:/5 (181 download)
Download or read book Student Achievement as a Function of Class Size and Pupil-teacher Ratio written by Robert T. Becker and published by . This book was released on 2006 with total page 252 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Jeremy D. Finn
Publisher :
ISBN 13 :
Total Pages : 54 pages
Book Rating : 4.3/5 (91 download)
Download or read book Class Size and Students at Risk written by Jeremy D. Finn and published by . This book was released on 1998 with total page 54 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Chris Peers
Publisher : IAP
ISBN 13 : 1681235625
Total Pages : 147 pages
Book Rating : 4.6/5 (812 download)
Download or read book Class Size and Pupil?Teacher Ratios written by Chris Peers and published by IAP. This book was released on 2016-06-01 with total page 147 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides a “primer” with respect to the debate about class size between economists and educators. In particular it offers an overview of how economists look at school funding problems, and makes a comparison between the work of the Chicago School and others like Eric Hanushek, which has focused intensely on the economic relationship between public spending on educational resources and the cost of equipping and expanding school infrastructure, and student outcomes. The book therefore focuses on class size as a primary example of the way in which economists have come to treat teaching and learning as a site for the development of human capital. The book also takes a historical look at the debate about class size from the perspective of theories about public choice, which have emerged from the Chicago School through the writings of Milton Friedman. This raises the issue of how the notion of the “public” is understood, and whether educators and economists are coming from different perspectives about what schools should do for the community. Many educationists think about the problem of class size from the perspective of a classroom teacher, who must “eyeball” her students and regard them as flesh?and?blood individuals, whereas economists deal in statistical numbers and should therefore be understood as regarding class size as symptomatic of population issues. The book surveys the two sides of the long?standing debate about class size and its supposed relationship to student achievement. The aim is to disclose a theoretical principle that is adopted by both sides in the debate, even if neither side is conscious of it. This principle relates to the issue of individuals and populations as a binary opposition that supplies either side with a valid viewpoint. The book explores this principle, arguing that each of these opposing perspectives depends on the other for its own logical outcome. The book analyses the procedure of opposing individuals to populations and demonstrates that the question of class size could be more effectively approached by dealing with the principle that is at its core.
Author : R. Shep Melnick
Publisher : Brookings Institution Press
ISBN 13 : 0815732406
Total Pages : 337 pages
Book Rating : 4.8/5 (157 download)
Download or read book The Transformation of Title IX written by R. Shep Melnick and published by Brookings Institution Press. This book was released on 2018-03-06 with total page 337 pages. Available in PDF, EPUB and Kindle. Book excerpt: One civil rights-era law has reshaped American society—and contributed to the country's ongoing culture wars Few laws have had such far-reaching impact as Title IX of the Education Amendments of 1972. Intended to give girls and women greater access to sports programs and other courses of study in schools and colleges, the law has since been used by judges and agencies to expand a wide range of antidiscrimination policies—most recently the Obama administration’s 2016 mandates on sexual harassment and transgender rights. In this comprehensive review of how Title IX has been implemented, Boston College political science professor R. Shep Melnick analyzes how interpretations of "equal educational opportunity" have changed over the years. In terms accessible to non-lawyers, Melnick examines how Title IX has become a central part of legal and political campaigns to correct gender stereotypes, not only in academic settings but in society at large. Title IX thus has become a major factor in America's culture wars—and almost certainly will remain so for years to come.
Author : United States. Congress. House. Committee on Education and the Workforce. Subcommittee on Postsecondary Education, Training, and Life-long Learning
Publisher :
ISBN 13 :
Total Pages : 144 pages
Book Rating : 4.0/5 ( download)
Download or read book Improving Student Achievement written by United States. Congress. House. Committee on Education and the Workforce. Subcommittee on Postsecondary Education, Training, and Life-long Learning and published by . This book was released on 1999 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Paul Croll
Publisher : Routledge
ISBN 13 : 1134088787
Total Pages : 161 pages
Book Rating : 4.1/5 (34 download)
Download or read book Effective Primary Teaching written by Paul Croll and published by Routledge. This book was released on 2013-11-26 with total page 161 pages. Available in PDF, EPUB and Kindle. Book excerpt: First Published in 1996. This book is concerned with bringing the findings of educational research to bear on the practical problems faced by teachers in primary school classrooms. We take as our starting point a number of claims which we shall develop in more detail through the book: Teachers matter, relationship between teaching behaviour and educational outcomes, any attempt to improve education mist be concerned with outcomes, there is no single one 'best' approach, teaching situations have important aspects in common, teaching is a thoughtful activity that demands considerable intellectual engagement, and reflective and self-critical analysis.
Author : John Hattie
Publisher : Routledge
ISBN 13 : 0415878985
Total Pages : 513 pages
Book Rating : 4.4/5 (158 download)
Download or read book International Guide to Student Achievement written by John Hattie and published by Routledge. This book was released on 2012 with total page 513 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume examines the major influences shaping student cognitive achievement and considers their relative importance. It does not tell people what to do in their classrooms, but provides them with a compendium of research summarising what is known about the major influences shaping students' academic achievement.
Author : Lawrence R. Mishel
Publisher :
ISBN 13 :
Total Pages : 120 pages
Book Rating : 4.3/5 (91 download)
Download or read book The Class Size Debate written by Lawrence R. Mishel and published by . This book was released on 2002 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Jeremy D. Finn
Publisher :
ISBN 13 :
Total Pages : 52 pages
Book Rating : 4.:/5 (319 download)
Download or read book Class Size and Students at Risk written by Jeremy D. Finn and published by . This book was released on 1998 with total page 52 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Ifeanyichukwu Uche
Publisher : GRIN Verlag
ISBN 13 : 3389015582
Total Pages : 63 pages
Book Rating : 4.3/5 (89 download)
Download or read book The effect of a large class size on pupils academic performance. Causes, challenges and recommendations written by Ifeanyichukwu Uche and published by GRIN Verlag. This book was released on 2024-04-24 with total page 63 pages. Available in PDF, EPUB and Kindle. Book excerpt: Doctoral Thesis / Dissertation from the year 2024 in the subject Pedagogy - The Teacher, Educational Leadership, University Of Abuja (Education), course: Education, language: English, abstract: This paper evaluates the effect of large class size on pupil’s academic performance. It will discuss the causes and challenges of a large class size, as well as give recommendations for improvement. Therefore a study was created, where data collection was accomplished through the use of a questionnaire and the study employed a descriptive research design. A simple random sampling technique was used. The study has a sample size of 284 and the SPSS software was used to analyze the gathered data. The study revealed that 86.6% of the participants agreed that their academic performance is negatively impacted by the large class, whereas 9.9% disagreed with this viewpoint and 3.5% were uncertain. Again, out of the total responses, 200 individuals (70.4%) agreed that managing a large class poses a significant challenge for teachers due to uncontrollable noise caused by pupils play activities, while 24.7% disagreed and 4.9% were uncertain. Furthermore, 84.2% agreed with the idea of admitting students based on classroom capacity as the strategy in controlling large class size, while only 10.6% disagreed and 5.3% were uncertain. In conclusion, class size is a crucial determinant of educational outcomes. Students require a liberating and supportive atmosphere to facilitate and enhance their learning. In order for successful teaching to occur, teachers require a conducive environment and an acceptable student-to-teacher ratio. The study recommends that government should allocate significant resources towards enhancing the educational infrastructure and creating a conducive atmosphere for teaching and learning. Finally, school administrators should admit students based on the available learning resources.
Author : Peter Blatchford
Publisher : Routledge
ISBN 13 : 131764347X
Total Pages : 295 pages
Book Rating : 4.3/5 (176 download)
Download or read book Class Size written by Peter Blatchford and published by Routledge. This book was released on 2016-04-28 with total page 295 pages. Available in PDF, EPUB and Kindle. Book excerpt: Much debate, research and commentary about class sizes in schools is limited because of an exclusive concern with class size and pupil academic attainment, and a neglect of classroom processes, which might help explain class size effects (or lack of them). Very little is known about the central question: how can teachers make the most of class size changes? Much of the commentary on class size effects has focused on Western and English-speaking countries but there are promising developments elsewhere, particularly the 'Small Class Teaching' initiatives in East Asia in the past decade, which have brought new knowledge and practical wisdom to the class size debate. This book seeks to move toward a clearer view of what we know and do not know about class size effects, and to identify future steps in terms of policy and research. There is a huge and exciting potential for international collaboration on knowledge concerning class size effects which can help with research-informed policy. The book aims to draw out Eastern and Western international contexts which underpin any understanding of the role of class size in school learning. The book has chapters by an international team of experts on class size effects, including Maurice Galton and John Hattie. Chapters are organised into four main sections: Socio-cultural and political contexts to the class size debate in the East and West; Research evidence on class size; Class size and classroom processes likely to be related to class size changes; Professional development for small class teaching in East Asia.
Author : Kristy Chandler Vandenberg
Publisher :
ISBN 13 :
Total Pages : 132 pages
Book Rating : 4.:/5 (88 download)
Download or read book Class Size and Academic Achievement written by Kristy Chandler Vandenberg and published by . This book was released on 2012 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: The purpose of this two-phase, sequential mixed methods (QUAN-qual) approach was to analyze the relationship between class size and academic achievement in rural, economically disadvantaged third grade classrooms and how teachers perceive class size as affecting their instructional and classroom management methods. Data collection and analysis for the study involved 3,812 third grade students in 204 classrooms collected from nine rural, economically disadvantaged school districts in the southeastern region of Georgia. Additionally, a researcher-developed questionnaire was used to collect data from third grade teachers teaching in the same nine rural, economically disadvantaged school districts. Initial correlation analyses indicated a positive relationship between class size and academic achievement. Regression results indicated that the percentage of gifted students, the percentage of economically disadvantaged students, and the class size were significant predictors of reading achievement levels. For mathematics achievement levels, regression results showed that the percentage of gifted students, the percentage of Black students, and the class size were significant predictors. Further analyses involved filtering the data to only include class sizes of at least 15 students per teacher. For both reading and mathematics achievement, class size was not associated with achievement. Regression results indicated that the percentage of gifted students and the percentage of economically disadvantaged students were significant predictors of reading achievement. For mathematics achievement, regression results showed that the percentage of gifted students and the percentage of Black students were significant predictors of achievement. Questionnaire data revealed teachers felt smaller classes would affect their instructional practices by facilitating the increased use of small group instructional arrangements, hands-on activities, one-on-one instruction, and differentiation of instruction. Respondents either stated that class size did not affect their classroom management plans, or smaller classes would allow their classroom management plans to be less strict, have more student freedom, and have more positive reinforcement. All 51 respondents believed that smaller class sizes had a positive impact on student achievement due to the teachers being able to provide more individualized instruction and having less classroom management issues. Class sizes of 20 or less students per teacher were identified as being ideal due to such class sizes being easier to provide individualized instruction, easier to use group activities, and easier to manage behavior.
Author : Jennifer King Rice
Publisher :
ISBN 13 :
Total Pages : 80 pages
Book Rating : 4.3/5 (91 download)
Download or read book Teacher Quality written by Jennifer King Rice and published by . This book was released on 2003 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher quality is the single most important school-related factor influencing student success. The author examines the body of research on the subject of teacher quality to draw conclusions about which attributes makes teachers most effective, (experience, preparation programs and degrees, type of certification, specific coursework taken in preparation for the profession, and teachers' own test scores), with a focus on aspects of teacher quality that can be translated into policy recommendations and incorporated into teaching practice.
Author : Eric Alan Hanushek
Publisher :
ISBN 13 :
Total Pages : 572 pages
Book Rating : 4.F/5 ( download)
Download or read book The Economics of Schooling and School Quality: Efficiency, competition, and policy written by Eric Alan Hanushek and published by . This book was released on 2003 with total page 572 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : M. Kay Alderman
Publisher : Routledge
ISBN 13 : 1136769803
Total Pages : 361 pages
Book Rating : 4.1/5 (367 download)
Download or read book Motivation for Achievement written by M. Kay Alderman and published by Routledge. This book was released on 2013-05-13 with total page 361 pages. Available in PDF, EPUB and Kindle. Book excerpt: Understanding student and teacher motivation and developing strategies to foster motivation for students at all levels of performance are essential to effective teaching. This text is designed to help prospective and practicing teachers achieve these goals. Its premise is that current research and theory about motivation offer hope and possibilities for educators —teachers, parents, coaches, and administrators—to enhance motivation for achievement. The orientation draws primarily on social-cognitive perspectives that have generated much research relevant to classroom practice. Ideal for any course that is dedicated to, or includes coverage of, motivation and achievement, the text focuses on two key roles teachers play in supporting and cultivating motivation in the classroom: establishing the classroom structure and instruction that provides the environment for optimal motivation, engagement, and learning; and helping students develop the tools that will enable them to be self-regulated learners and develop their potential. Pedagogical features aid the understanding of concepts and the application to practice: Strategy boxes present guidelines and strategies for using the various concepts. Exhibit boxes include forms for different purposes (for example, goal setting), examples of teacher beliefs and practices, and samples of student work. Reflection boxes stimulate readers’ thinking about motivational issues inherent in the topics, their experiences, and their beliefs. A motivational toolbox at the end of each chapter helps readers identify important points to think about, lingering questions, strategies to use now, and strategies to develop in the future. NEW IN THE THIRD EDITION Updated research and new topics are added throughout as warranted by current inquiry in the field. Chapters are reorganized to provide more coherence and to account for new findings. New and updated material is included on issues of educational reform, standards for achievement, and high-stakes testing, and on achievement goal theory, especially regarding performance goals and the distinction between performance-approach and performance-avoidance goals as relevant to classroom practice.
Author : Blatchford, Peter
Publisher : McGraw-Hill Education (UK)
ISBN 13 : 0335211623
Total Pages : 194 pages
Book Rating : 4.3/5 (352 download)
Download or read book The Class Size Debate written by Blatchford, Peter and published by McGraw-Hill Education (UK). This book was released on 2003-04-01 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This is a very important book which may become a classic. The research study is remarkable in its magnitude, breadth and duration.... it is described in a form accessible to practitioners and policy makers." - Professor Jeremy D. Finn, State University of New York at Buffalo, USA "This fascinating book is one that should be compulsory reading for student teachers... It also provides challenge and insight for experienced teachers. ...a stimulating source of evidence which will challenge people to consider their own approaches and what might constitute good practice. ...an important contribution to the class size debate." - Inservice Journal One of the most important debates in education in recent years has been about the effects of class size differences in schools. This book provides the most complete analysis to date of the educational consequences of class size differences, and sets out to solve the puzzling gap between professional experience and research findings. This book: Examines results from a pioneering research project of international significance, unique in its scale and methodology Investigates the relationships between class size and pupil achievements by detailed examination of classroom processes Considers the view that small classes provide better teaching and learning, and why this is not supported by past research findings Identifies implications for policy at government, LEA and school level, teacher education and professional development Indicates implications for practice - maximising opportunities of small classes and minimising problems in large classes. Written in an accessible style and drawing upon examples from classroom life, this book is important reading for student and practising primary school teachers, M.Ed and doctoral students, teacher educators, researchers and policymakers.
Author : Ed Baines
Publisher : Routledge
ISBN 13 : 1317548752
Total Pages : 207 pages
Book Rating : 4.3/5 (175 download)
Download or read book Promoting Effective Group Work in the Primary Classroom written by Ed Baines and published by Routledge. This book was released on 2016-07-22 with total page 207 pages. Available in PDF, EPUB and Kindle. Book excerpt: Promoting Effective Group Work in the Primary Classroom, 2nd ed. is designed to enhance teachers’ and teaching assistants’ confidence in engaging their children in effective group work, allowing for more active participation, more on-task focus and higher levels of achievement. This accessible second edition is packed full of valuable strategies for teachers and fun activities for children, offering guidance on how to create an inclusive and supportive classroom by developing the social, communicative and group working skills of all pupils. It has been thoroughly updated and includes new material on whole school approaches to group work, the risks and challenges involved, and how to involve Teaching Assistants and other support staff in undertaking inclusive and effective group work in classrooms. A tried-and-tested, step-by-step approach encourages both children and their teachers to develop supportive relationships that have been found to facilitate academic performance, positive social behaviour and motivation. Since the first edition the authors have found that this handbook can be used successfully in many different countries around the world. With ideas to help resolve problems that might arise and suggested training activities to support pupils, this text is a one-stop resource to ensure effective group work in the classroom. It is an essential guide for both trainee and practising teachers, as well as TAs and support staff, and a valuable basis for school action.
